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1.
Paul Saettler 《Educational technology research and development : ETR & D》1955,3(2):109-118
Summary One of the significant movements in the history of audio-visual communication was the development of audio-visual departments
in city school systems. This line of development took four forms. Educational school museums were founded, slide libraries
were organized, film libraries were established, and nondepartmentalized audio-visual education developed.
In most instances, audio-visual budgets, materials, and personnel were limited. Most materials consisted of slides and stereographs
rather than films. The two most commonly used distribution methods were the “circuit” and “special-order” methods. Film evaluation
and utilization were still hardly touched; however, the Berkeley Visual Education Department published a graded list of films
and slides as early as 1923. Generally, the growth of visual education considerably increased the complexity of educational
administration and created some confusion as to the precise status of audio-visual directors or coordinators.
This is the second in a series of papers designed to provide an historical account of audio-visual communication. The first
article, “Historical Overview of Audio-Visual Communication,” appeared in the Spring 1954 issue. Paul Saettler is assistant
professor of education, Sacramento State College, California. The study from which this paper is drawn was completed for the
PhD degree at the University of Southern California. 相似文献
2.
G Buckland Smith 《Educational Media International》2013,50(3):25-32
The many achievements of the Educational Foundation for Visual Aids and the National Committee for Audio-Visual Aids to Education, under the leadership of the late Dr J A Harrison from their inception until his death last year, might lead many ‘Educational Media’ leaders to think that the audio-visual movement in Education was essentially a postwar development. That this is not so is evidenced by the fact that more classroom teaching films were being made in Britain n i each of the years 1934—39 than are being made today! There were annual conferences organised by the British Film Institute and the Educational Handwork Association; there were frequent articles on the subject and reviews of new films in Sight & Sound, World Film News, The Schoolmaster, The Times Educational Supplement, British Journal of Photography, even one on Schools' television etc, and several books had been published: ‘The Cinema in Education’ in 1925, ‘Report on Educational and Documentary Films’ by the British Association for the Advancement of Science, 1930; ‘The Film in National Life’ 1932; ‘The Film in the Classroom’ 1932; ‘The Cinema in School’ 1933; ‘The Film in the School’ 1935; etc. 相似文献
3.
In light of the widespread recognition of the enduring challenge of enhancing the learning of all students—including a growing
number of students representing diverse racial, ethnic, and socioeconomic backgrounds—there has been an explosion of literature
on teaching, learning, and assessment in higher education. Notwithstanding scores of promising new ideas, individual faculty
in higher education need a dynamic and inclusive model to help them engage in a systematic and continuous process of exploring
and testing various teaching and assessment practices to ensure the learning of their students. This paper introduces a model—Teaching-for-Learning
(TFL)—developed to meet this need.
Clifton F. Conrad received his bachelor’s degree in History and his master’s degree in Political Science from the University of Kansas and his
Ph.D. in Higher Education from the University of Michigan. He is Professor of Higher Education at the University of Wisconsin-Madison;
and his research focus is on college and university curricula with particular emphases on program quality, liberal education,
and teaching and learning.
Jason Johnson received his bachelor’s degree in Comparative History of Ideas and his master’s degree in Educational Leadership and Policy
Studies at the University of Washington. He is nearing completion of his Ph.D. and working as a Teaching Assistant in Higher
Education at the University of Wisconsin-Madison, and his research focuses on rhetoric in higher education.
Divya Malik Gupta received her bachelor’s and master’s degrees in Human Development and Family Studies from Maharaja Sayajirao University in
Gujarat, India. She is currently a Ph.D. student at the University of Wisconsin-Madison. 相似文献
4.
Professionalizing the audio-visual field 总被引:8,自引:8,他引:0
Summary In summary, then, of the six criteria set forth in this paper; (a) intellectual technique, (b) application of technique to
practice, (c) long training period, (d) association of members with a high quality of communication, (e) a series of standards
and an enforced statement of ethics, and (f) an organized body of intellectual theory constantly expanding by research, audio-visual
personnel meet only the first and second completely. The fourth and fifth are met to a degree which is not satisfactory but
which is improving. And the third and sixth tests rate such low scores that failure is the only possible grade. This adds
up, in the opinion of the writer, to the simple stated fact thatthe audio-visual field is not yet a profession.
The professionalization of the educational field is a concern of all educators. In this article James D. Finn has undertaken
the task of presenting a framework within which audio-visual specialists can work toward such professionalization. It is the
first of a series of articles by members of the DAVI Committee on Professional Education on different aspects of this problem.
Dr. Finn is Associate Professor of Education and Chaiman of Audio-Visual Education at the University of Southem California.
He is also Chaiman of the DAVI Committee on Professional Education. 相似文献
5.
This article examines the implications of a cognitive model of learning for the design of educational broadcast television.
Specifically examined are research studies with instructional implications for such functions as pacing, cueing, modeling,
and transformation of the television presentation.
Robert B. Kozma is Associate Professor at School of Education, Associate Research Scientist at the Center for Research on
Learning and Teaching, and Project Director, National Center for Research to Improve Post Secondary Teaching and Learning,
The University of Michigan, Ann Arbor, MI, 48109.
An earlier version of this paper was presented at the American Educational Research Association Annual Conference, New Orleans,
LA, 1984. Appreciation is expressed to Barbara Beath, Edward Saunders, anonymous reviewers, and students in the author’s seminar
on educational television for their helpful comments. 相似文献
6.
Conclusion It should be clear that television has much to contribute to education both in extending educational opportunity more widely
and in raising the level of quality of what is offered. But to use it effectively it is essential that its characteristics
be understood, its potentials be utilized, and its limitations be overcome. Wisely used, television can prove to be a twentieth
century answer to some of the century’s most pressing educational problems.
On leave from Ohio State University, the husband and wife American specialist team of I. Keith Tyler (long-time director of
the Institute for Education by Radio-Television and consultant in educational broadcasting) and Margaret C. Tyler (supervisor
of the Ohio School of the Air) spent six and one-half months in the United Arab Republic working with UAR-Television and the
Ministry of Education developing an instructional TV series in Arabic literacy and laying the foundations for the extensive
use of television in formal education. They followed this with short-term assignments in Manila, Hong Kong, Japan, and Taiwan,
lecturing and consulting with leaders in education and television. Educational Implications of the Television Medium was originally
presented by Mr. Tyler to representatives of the Ministry of Education in Cairo as basic orientation, and, with minor changes,
to educators and broadcasters at Ateneo University in Manila. 相似文献
7.
To review the status of research in educational broadcasting, assess its adequacy in the light of contemporary requirements
and propose a program of urgently needed research, 23 research specialists from organizations and institutions engaged in
educational broadcasting participated in a five-day Seminar on Research in Educational Broadcasting. The Seminar was sponsored
by the National Association of Educational Broadcasters with funds provided by the W. K. Kellogg Foundation. Management responsibility
was handled by The Ohio State University, which also generously contributed the services of many members of its staff. The
Seminar was held December 9–13, 1957, on The Ohio State University campus in Columbus. For the past few years, Dr. Tyler has
been director of the annual Institute for Education by Radio and Television. 相似文献
8.
Conclusions Educationists in Europe have an established tradition of exploring educational disadvantage from a socio-cultural perspective,
as indicated by the focus on social justice in education. Their concerns have been with relatively small-scale phenomena:
the context in which particular disadvantaged groups are educated, leading to specific recommendations for local areas. Policy-makers,
in contrast, are concerned with combating social exclusion at the national or Europe-wide level, primarily as a means of reducing
unemployment and social unrest. The initiatives they set in motion necessarily take a wider perspective and pay little heed
to diverse needs, aspirations and goals among the socially excluded. There is a need for European educationalists to increase
their own awareness of the European context—not simply the national context—in which they work. They need also to develop
perspectives on major European initiatives to combat social exclusion, the effects of which will remain otherwise unexplored
by a community of educationalists with a history of interest in and commitment to challenging educational disadvantage.
Original language: English
Joanna McPake (United Kingdom) At present, Deputy Director of the Scottish Centre for Information on Language Teaching and Research, University of Stirling.
Formerly, Senior Researcher and Programme Manager, Scottish Council for Research in Education. Her principal research focus
is on aspects of teaching and learning in school. Since 1996 she has been (with Ghazala Bhatti) co-ordinator of the Social
Justice and Intercultural Education Network of the European Educational Research Association. Recent publications include:
‘A mirror to ourselves? The educational experiences of Japanese children at school in the UK’ (with J. Powney, 1998); andEducation of minority ethnic groups in Scotland (with J. Powney, S. Hall and L. Lyall, 1998).
Ghazala Bhatti (United Kingdom) Ph.D. Director, Modular Master's Degree on ‘Equity and change in the public services’, University of Reading. Formerly, a
primary and secondary school teacher. Her current professional interests in the field of education concern ethnicity, gender
and social justice. She is the joint convenor (with Joanna McPake) of the Social Justice and Intercultural Education Network
of EERA. Recent publications include:Asian children at home and at school: an ethnographic study (1999) andA journey into the unknown: an ethnographic study of Asian children (1995).
This article consists of reflections on recent research presented at the European Conference on Educational Research by the
joint co-ordinators of the Social Justice and Intercultural Education network of the European Educational Research Association. 相似文献
9.
This study involved an analysis of faculty trust in a large southwestern institution. After reviewing the literature, we identified
a valid and reliable instrument, the Higher Education Faculty Trust Inventory, to measure higher education faculty trust in
administrators, colleagues, and students. We then used this instrument to gauge various aspects of faculty trust, and we found
significant trust differences among professors of varying academic ranks (i.e., adjunct, assistant, associate, and full professor).
We found, however, no significant trust differences in regard to race. Finally, we discuss the findings within a context of
implications for future research and practice in higher education.
Page A. Smith received his B.S. in Education from Wright State University, M.S. in Educational Administration from the University of Dayton,
M.A. in Educational Administration from The Ohio State University and his Ph.D. in Educational Policy and Leadership from
The Ohio State University. He is an Associate Professor at the University of Texas at San Antonio. His research pursuits include
organizational climate and health, institutional trust, workplace aggression and bullying, and leadership development.
Alan R. Shoho received his B.S. in Electrical Engineering from California State University at Fullerton, M.Ed. in Secondary Education from
the University of Hawaii at Manoa, and his Ed.D. in Secondary Education from Arizona State University. He is an Associate
Professor at the University of Texas at San Antonio. His research interests include aspiring principals, high school reform,
and organizational trust. 相似文献
10.
又论现代教育技术中心的定位问题——从个案研究入手 总被引:1,自引:1,他引:0
高校现代教育技术中心的定位问题一直是教育技术研究的关注点之一。论文从苏州大学撤销现代教育技术中心这一教育技术事件的个案研究入手,提出现代教育技术中心发展的根本着眼点是如何使教育技术理念深植人心,而不是聚焦于讨论形式上的存在与否。 相似文献
11.
Raymond Lallez 《Prospects》1970,1(1):5-17
Elementary education is an ideal field for educational research, not only because of the special difficulties that are inherent
in it—such as the problem of communication with the children and resistance to change on the part of the teachers—but also
because the advance of knowledge is bound up with the revision of its foundations and because a child's early training has
a vital influence on the subsequent development of his mental powers and particular talents. Research into elementary education
is rendered still more valuable and urgent by two additional factors: changes in the child's family and social status, and
advances in the sciences which shed light on the various aspects of those changes.
Research at this educational level—important, urgent, but also difficult—promises to be rewarding and the results should lead
to considerable changes in teacher training. However, the author is not concerned with this aspect; he is trying to examine
to what extent an introduction to educational research and participation in it should be included in teacher training, and
how this can be done. Nevertheless, the close relationship thus established between such research and training also implies
that we are concerned with training as a subject of research.
Raymond Lallez, Director of the Centre for Research and Training at the école Normale Supérieure in Saint-Cloud and a member
of the French National Commission for Unesco, worked in child psychology at the University of Montpellier before becoming
an adviser to the Minister of National Education of Cambodia. He has taught at several universities in the United States and
is currentlyrapporteur for the National Centre of Scientific Research, in addition to his other functions in French national educational planning. 相似文献
12.
Donald Auster 《Educational technology research and development : ETR & D》1956,4(2):102-108
Conclusion We have briefly attempted to deineate the field of content analysis of communication media and point out of value of content
analysis as a method of audio-visual research. On the following pages is a bibliography of that part of the literature on
content analysis which seems mostuseful for audio-visual researchers.While the bibliography is fairly comprehensive it does
tend to omit studies dealing with the analysis of printed materials.
The quantitative analysis of the content of instructional materials has been virtually neglected. Here some useful applications
of the technique are made to audio-visual communication research. Donald Auster is an instructor in the Audio-Visual Center
at Indiana University. 相似文献
13.
教育技术职业人员教育技术标准的研究——《中国教育技术标准(CETS)研究》项目阶段性成果之四 总被引:4,自引:0,他引:4
通过对国内教育技术职业人员教育技术素养文献的研究,提出了教育技术职业人员的教育技术标准,从 5 个维度来规定教育技术职业人员应该具备的教育技术素养;并分别为各级教育技术(电化教育)机构内专业人员和学校教育技术(电化教育)机构内专业人员,以及中小学信息技术课程专职教师制定了相应的绩效指标。 相似文献
14.
中国著名教育家庄泽宣,浙江嘉兴人,祖籍江苏武进,出身江南著名望族毗陵庄氏。庄泽宣兄弟们随父亲庄兆铭(十九世)一支北上,早年居住北京景山东街(原景山东大街2号庄宅)。获哥伦比亚大学教育学博士学位,回国后任清华大学、厦门大学、中山大学、浙江大学等名校教授。庄泽宣为标志中国现代新教育开端之"壬戌学制"(1922)的起草人。他建立了中国第一个教育研究机构(1928),提出了新教育"中国化"的四项原则,是中国教育本土化、比较教育和职业教育的重要先驱者。 相似文献
15.
This research effort reports the findings of an empirical study focusing on the ways in which technological tools are implemented specifically in mathematics education in a Title I school. The purpose was to identify the perspectives and actions of the school’s mathematics specialist and the multi-graded (grades 2–3) classroom teacher as they attempted to deliver instruction with technology for both English Language Learners1 (ELL) and non-ELL students. Findings showed that a critical factor in access to mathematics education and technology for ELL students in a multi-graded 2–3 classroom in a Title I (K-5) school setting was language. Although potentially powerful technologies—analog (concrete objects) and digital (software) were used, many ELL students could not access the content solely because of language difficulties. Teachers used the concrete objects as modeling tools, to reveal students’ thinking, and for communication of foundational mathematics. Conversely, the software used served none of these functions because the available software did not do the kinds of things the manipulatives did, teachers’ knowledge of exemplary software was insufficient, the school used an impoverished model of technology integration, and teachers were constrained by the school district’s policies of English immersion for ELL students.This paper was presented at the American Educational Research Association Annual Meeting, 2005, Montreal, Canada, on Tuesday, April 12, 2005, 4:05–5:35 pm, in Le Centre Sheraton Montreal/Salon 7, in a session titled, “Science and Mathematics Teaching for Linguistically and Culturally Diverse Students” sponsored by Division K-Teaching and Teacher Education/Section 1—Research on Teaching Practices, Teacher Knowledge, and Teacher Education in Math and Science.Tirupalavanam G. Ganesh is a December 2003 graduate of the Interdisciplinary Ph.D. program in Educational Media and Computers, Division of Curriculum and Instruction, at the College of Education, Arizona State University. He also holds a Master of Computer Science degree from Arizona State University. His teaching interests include graduate and undergraduate courses for in-service and pre-service teachers in the use of learning technologies for Science, Technology, Engineering, and Mathematics (STEM) education and technology integration. His research interests include studying the impact of informal learning experiences in settings such as museums and after-school programs, technology integration, and teacher’s practices in elementary/middle schools. Address correspondence to Tirupalavanam G. Ganesh, Assistant Professor, Instructional Technology, College of Education, Curriculum and Instruction, University of Houston, 256 Farish Hall, Houston, TX 77204-5027. Tel.: +1-713-743-0574; e-mail: tganesh@uh.edu.James A. Middleton is Division Director of Curriculum and Instruction at the College of Education, Arizona State University, Tempe, AZ. He obtained his Ph.D. in 1992, in Educational Psychology from the University of Wisconsin, Madison. His teaching interests include mathematics methods for secondary teachers and graduate courses in children’s mathematical thinking and technological innovation. His research interests include motivational processes in education, children’s mathematical thinking especially in the area of rational number and geometry, and technological innovation in mathematics instruction and assessment. James A. Middleton, Director, Division of Curriculum and Instruction, College of Education, Arizona State University, Box 871011, Tempe, AZ 85287-1011. Tel.: +1-480-965-9644; e-mail: james.middleton@asu.edu. 相似文献
16.
Summary impressions In some ways, this report shows progress in audio-visual education. The work is being headed up by more widespread adoption
of central coordination, more classroom teachers are prepared to use audio-visual materials in their classes, and there is
more wide-spread use of the materials.
On the other hand, there are some urgent needs that become so evident from these data. “More time” is the need, “more central
coordination” is the need, “more adapted classrooms” is the need, and separately and behind all these is the need for “better
support.”
This article is a digest of a report given at the DAVI national convention in Los Angeles in April. The address was entitled
“A First Look at Findings of the NEA Survey of the Status of Audio-Visual Education in City and County School Systems.” Victor
Hornbostel is assistant director of the Research Division of the National Education Association and supervisor of the survey
which is reported. 相似文献
17.
Margaret W. Sallee 《Innovative Higher Education》2008,32(4):181-194
This article focuses on the ways that three feminist theories—liberal feminism, cultural feminism, and feminist poststructuralism—might
be used to craft parental leave policies. After examining each theory in detail, the article concludes by offering one example
of an ideal parental leave policy that combines the best features of each theory to produce a policy that is responsive to
faculty needs and works to change gender roles. Often faculty and administrators implement policies without truly thinking
through the theories that underpin the policies. This article provides the tools to help create theoretically informed policy.
Margaret W. Sallee received her M.A. in Higher Education and Student Affairs from The Ohio State University and is currently a Ph.D. student
and Research Assistant in the Center for Higher Education Policy Analysis at the University of Southern California. Her research
focuses on faculty work lives and the influence of gender on graduate student socialization. 相似文献
18.
This review offers a critical analysis of John Ogbu’s Black American Students in an Affluent Suburb: A study of academic disengagement. In his study, Ogbu explains the Black-White achievement gap as one born from the cultural attitudes held by Black middle-class
students toward academics. Despite Ogbu's intent to further the scholarly discussion on this issue, the study falls short
and is itself replete with limitations. Ogbu’s utilization of a deficit-oriented modality and an unsound methodology, coupled
with his failure to critically analyze the interplay of identity formation, culture, and history, together severely restrict
the study’s scope and utility.
* This paper is a revised version of article (Doi:) which appeared online July 7, 2006.
Ogbu, J. Black American Students in an Affluent Suburb: A study of academic disengagement (Lawrence Erlbaum Associates: New Jersey, 2003).
Eddie Comeaux is a Lecturer/Postdoctoral Study in Graduate School of Education and Information Studies at University of California,
Los Angeles, USA. Eddie Comeaux examines comparative race/ethnic, marginality, gender, and class relations with an emphasis
on access and learning opportunities for underrepresented minorities and student athletes in education. Uma M. Jayakumar is
a Doctoral Candidate in Graduate School of Education and Information Studies at University of California, Los Angeles, USA.
Her research interests include: issues of access and retention for graduate students and faculty of color, educational outcomes
of racial diversity, organizational culture and campus racial climate, transformative resistance, service-learning, and higher
education for the public good. 相似文献
19.
Don Adams 《Prospects》2007,37(4):385-401
The increasing importance of schools and learning in the changing patterns of work and society is widely recognized. However,
implementing and sustaining educational reforms pose major problems in all countries. This paper briefly: (1) summarizes conceptual
trends in implementing educational change, (2) reviews the complexities of educational policy and the changing patterns of
educational governance and management common to many countries, (3) discusses the evolving roles of researchers in this shifting
environment, and (4) makes an argument for the utility of certain kinds of research and evaluation or what the author calls
‘little r,’ with particular attention directed toward the contribution of little r in developing schools as learning organizations.
Don Adams has held academic and administrative positions in a number of universities and research institutes. These include: Professor of Education, University of Pittsburgh, and Chairperson, Department of Administrative and Policy Studies, School of Education, University of Pittsburgh. His international experience is most extensive in Asia and the professional focus of his work has been in educational planning and policy, implementation, monitoring and evaluation systems, and sector assessments. He has written several books and over 100 articles, book chapters, monographs and reports related to international education. He is an advisory editor for The Asian Pacific Educational Review and the Korean Journal of Educational Policy. He is past president and Honorary Fellow of the Comparative and International Education Society. 相似文献
Don AdamsEmail: |
Don Adams has held academic and administrative positions in a number of universities and research institutes. These include: Professor of Education, University of Pittsburgh, and Chairperson, Department of Administrative and Policy Studies, School of Education, University of Pittsburgh. His international experience is most extensive in Asia and the professional focus of his work has been in educational planning and policy, implementation, monitoring and evaluation systems, and sector assessments. He has written several books and over 100 articles, book chapters, monographs and reports related to international education. He is an advisory editor for The Asian Pacific Educational Review and the Korean Journal of Educational Policy. He is past president and Honorary Fellow of the Comparative and International Education Society. 相似文献
20.
Multicultural education has transformed higher education both in terms of research and in terms of student experiences. Given
the complexity of our institutions, the overall effects of these transformations are mixed. Building on the successes and
strengths of multicultural education as it is currently incorporated in institutions and programs will involve better understanding
how it is perceived, positively and negatively, by those who are experiencing it first hand. In this article we seek to contribute
to this reflection through a discussion of a survey of students’ perceptions of multiculturalism in a large first-year program
in a research university.
Patrick Bruch is Associate Professor of Writing Studies in the College of Education and Human Development at the University of Minnesota,
Twin Cities. He received a B.A. in English from Western Michigan University and a Ph.D. in English from Wayne State University.
His teaching and research focus on struggles for equality within and through higher education.
Jeanne L. Higbee received her B.S. in Sociology from Iowa State University and earned both her M.S. in Counseling and Guidance and Ph.D. in
Educational Administration from the University of Wisconsin-Madison. She currently serves as Professor and Senior Advisor
to the Center for Research on Developmental Education and Urban Literacy, College of Education and Human Development, University
of Minnesota. Her research interests are related to student development and the access and retention of student populations
that traditionally have been underserved in postsecondary educational institutions.
Kwabena Siaka is a doctoral candidate in the Department of Educational Policy and Administration at the University of Minnesota. 相似文献